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Psychology 101 Chapter 11 Personality
1.
2. 11.1 Introduction
L01 Define personality and theory of personality
11.2 Psychoanalytic Approach
11.3 Humanistic Approach
11.4 Social Cognitive Approach
11.5 Trait Approach
11.6 Personality Assessment
3. 11.1 Introduction
11.2 Psychoanalytic Approach
L02 Explain Freud’s psychoanalytic approach to understanding personality
L03 Describe techniques used to discover the unconscious
L04 Describe the developmental process and functions of the mind’s three divisions
L05 List and describe the ego’s defense mechanisms
L06 List and describe the five psychosexual stages of development
L07 Describe how Jung, Adler, and Horney disagreed with Freud’s theory
L08 Discuss the current status of Freud’s theory
11.3 Humanistic Approach
11.4 Social Cognitive Approach
11.5 Trait Approach
11.6 Personality Assessment
7. Defense Mechanisms
11.2 Psychoanalytic Approach
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10. 11.1 Introduction
11.2 Psychoanalytic Approach
11.3 Humanistic Approach
L09 Define humanistic theory and describe its three unique characteristics
L010 Identify and describe Maslow’s hierarchy of needs
L011 Describe Rogers’ self theory and explain how the self develops
L012 Explain the two types of positive regard
L013 Evaluate the humanistic approach to personality development
11.4 Social Cognitive Approach
11.5 Trait Approach
11.6 Personality Assessment
14. 11.1 Introduction
11.2 Psychoanalytic Approach
11.3 Humanistic Approach
11.4 Social Cognitive Approach
L014 Define Bandura’s social cognitive theory and explain the three
factors that influence personality development
L015 Define Rotter’s locus of control and differentiate between internal
and external locus of control
L016 Define self-efficacy and demonstrate the ability to apply self-efficacy
to a real-life example
L017 Evaluate the social cognitive approach to personality development
11.5 Trait Approach
11.6 Personality Assessment
18. 11.1 Introduction
11.2 Psychoanalytic Approach
11.3 Humanistic Approach
11.4 Social Cognitive Approach
11.5 Trait Approach
L018 Define trait and trait theory
L019 Describe the five-factor model
L020 Discuss the genetic and environmental influences on traits
L021 Evaluate the trait approach to analyzing the structure of personality
11.6 Personality Assessment
21. Five-factor Model
11.5 Trait Approach
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23. 11.1 Introduction
11.2 Psychoanalytic Approach
11.3 Humanistic Approach
11.4 Social Cognitive Approach
11.5 Trait Approach
11.6 Personality Assessment
L022 Describe projective and objective personality tests, and identify
an example of each
L023 Distinguish between projective and objective personality tests,
and detail their advantages and disadvantages
24. Projective Personality Tests –
Rorschach Inkblot Test
11.6 Personality Assessment
This test is used primarily
in the therapeutic setting
to assess personality traits
and identify potential
problems of clients.
25. Thematic Apperception Test (TAT)
11.6 Personality Assessment
This test is used to
assess the motivation and
personality characteristics
of individuals.
This Chapter explains the various ways we explains PERSONALITIES and how we make assessments of personality types.
PERSONALITY is defined as a combination of enduring and distinct patterns of behavior, thoughts, and emotions that are typical of an individual.
FREUD’S PSYCHOANALYTIC THEORY OF PERSONALITY emphasizes the importance of childhood experiences and unconscious/repressed thoughts that cannot be accessed voluntarily. He believed the battle between the conscious and unconscious had a great deal of influence on our thoughts, emotions, and behaviors.
CONSCIOUS THOUGHTS are the things we are aware of, UNCONSIOUS FORCES are the repressed desires, etc. and UNCONSCIOUS MOTIVATION is the influence of the repressed thoughts on our conscious thoughts.
Freud used some very interesting techniques to access or free the repressed thoughts and bring them into consciousness.
FREE ASSOCIATION is the method of encouraging clients to talk about any thoughts or images that come into their heads…the premise being that the revelations will lead to clues to the unconscious thoughts.
DREAM INTERPRETATION is the art of analyzing dreams based on the assumption that in our dream state we don’t have a “censor” to filter access to deeply repressed thoughts. The MANIFEST CONTENT is the actual dream and the LATENT CONTENT is the true hidden meaning of the symbols in the manifest content of the dream.
FREUDIAN SLIPS are mistakes we make in everyday conversations where we say a word that we don’t intend to that represents a true hidden or repressed thought.
Freud divided the mind into three categories:
1. The ID – which is the PLEASURE PRINCIPAL that represents immediate gratification for our hidden desires. The ID would take what it wants when it wants without regard for anything else.
2. The EGO is the REALITY PRINCIPLE where we engage logic and rational thinking and take consequences for actions into account…and
3. The SUPEREGO is our conscience that tells us right from wrong and applies moral standard to our behaviors.
In Freudian theory ANXIETY is defined as a sense of being uncomfortable and it results in inner conflict between the ID and the SUPEREGO.
In order to ease the sense of anxiety we employ what are known as DEFENSE MECHANISMS to protect our fragile egos.
This animation explores the development of the id, ego, and superego and their relationship to anxiety defenses.
Freud also believed that we pass through a series of stages from birth to adulthood that emphasize the particular developmental processes in each age range.
This graphic shows the FIVE STAGE OF PSYCHOSEXUAL DEVELOPMENT:
1. ORAL – birth to 18 months – pleasure seeking is centered on activities like nursing, and biting. If someone doesn’t get to work through this stage they may become FIXATATED as adults on oral gratifications, such as chewing gum or smoking.
2. ANAL STAGE – 18 months to 2 years. – major emphasis is on potty training – someone fixated in this stage displays high levels of anxiety…commonly referred to as “anal retentive personalities”
3. PHALLIC STAGE – from about 3 to 6 – emphasis is placed on the genitals, and the child is infatuated with the opposite sex parent.
4. LATENCY STAGE – 6 to puberty – emphasis is concentrated on nonsexual activities, learning and school are primary concerns
5. GENITAL STAGE – from puberty through adulthood. Interest in sex is renewed but focused on peer relationships.
The NEO-FREUDIANS also contributed to the concepts of Personality Development.
CARL JUNG – believed we all experience what he called the COLLECTIVE UNCONSCIOUS which is traces of ancient memory and symbols that are passed through the generations and influence areas of personality such as expression of art, literature, and philosophy.
ALFRED ADLER, like Jung disagreed with Freud on the importance of sexual development on personality formation and thought that people are social creatures with unique personalities.
KARN HORNEY was adamant in objecting to Freud’s sexual ideas and especially objected to his idea that women’s personalities were formed because of “penis envy” , meaning all women really want to be men.
HUMANISTIC THEORIES represent our ability to grow and develop and reach our full potential with the freedom to choose our own destinies.
It’s like the Army slogan: “be all you can be”.
These theories stress the ideas that even if our perspective of the world isn’t accurate it becomes our personal reality – this is called the PHENOMENOLOGICAL PERSPECTIVE
The HOLISTIC VIEW means that we are all more than the sum of our parts. We merge all our talents and various parts into one complete personality
SELF-ACTUALIZATION is the culmination of reaching our full potential and life goals. Amazing personalities throughout history have served as models of this concept.
Martin Luther King, Jr. is a prime example of this personality that:
PERCIEVES REALITY ACCURATELY
ARE INDEPENDENT AND AUTONOMOUS
HAVE DEEP RELATIONSHIPS WITH ONLY A FEW PEOPLE
HAVE EXTREME FOCUS ON THEIR GOALS
And
REPORT PEAK MOMENTS IN LIFE AS FULL OF JOY AND SATISFACTION.
SELF-THEORY proposed by Carl Rogers is based on two major assumptions:
1. We all develop our personalities as a function of striving for self-actualization – and
2. We all have a need for positive regard
He explains Positive Regard in two ways:
1. CONDITIONAL – which means we get the positive regard only when we meet certain conditions…only when we behave in certain ways by meeting the standards of others, and
2. UNCONDITIONAL – which is getting the positive regard no matter what our behaviors are. Getting love or regard is not dependent on our actions.
This video shows how children express their self-concepts.
SOCIAL COGNITIVE THEORY says we develop personalities due to three primary forces of:
1. COGNITIVE-PERSONAL FACTORS – include our beliefs, expectations, values, intentions and social roles.
2. OVERT BEHAVIOR – the thing we say and do that can be observed - and
3. ENVIRONMENTAL CONDITIONS – that include our social, political, and cultural influences.
Much of our personality traits are influenced by our conception of how much control we have over our own lives.
An INTERNAL LOCUS OF CONTROL is our internal belief that we can control our future and our destinies and our immediate circumstances as well.
An EXTERNAL LOCUS OF CONTROL is the feelings of hopeless and helplessness that comes when we feel we have no control and that others have complete control over our lives.
SELF-EFFICACY is the confidence you have in your own ability to be a competent and productive person.
We use past experiences and we compare ourselves with others, and listen to their opinions in order to formulate how competent we feel we to reach our goals.
TRAIT THEORY analyzes the structure of personality by measuring and categorizing the similarities and differences in characteristic traits found in people.
A TRAIT is a relatively stable, and long-lasting tendency to behave in a certain way across a wide variety of situations.
The FIVE-FACTOR MODEL organizes personality traits using five categories:
1. OPPENNESS
2. CONSCIENTIOUSNESS
3. EXTRAVERSION
4. AGREEABLENESS
5. NEUROTICISM
(the explanation of the traits can be described using the information on this slide).
This animation identifies the personality traits in each of the Big Five categories
Studies with twins have shown that about 40-50% of a person’s personality traits are a result of genetic influences.
This video shows how twin research helped our understanding of genetic and environmental contributions in the development of personality.
PROJECTIVE TESTS are used with individuals by showing them some meaningless visual object or ambiguous photo and asking for a subjective description of what they think it is or what it means.
It is assumed that both the conscious and unconscious feelings, needs, and motivations can be revealed in this non-threatening way of getting information about the individuals personality.
The RORSCHACH INK-BLOT TEST is a series of ink-blocks (five black and white and five in color) that the client is shown and asked to identify. The therapist can analyze and look for patterns in the projections.
THEMATIC APPERCEPTION TESTS (TATs) are a series of 20 pictures of people in ambiguous situations. The client is asked to make up a story about what is happening in the picture.
Projective tests like these have been used for over 80 years, but their advantages still remain open to debate.
OBJECTIVE PERSONALITY TESTS – a.k.a. SELF-REPORT QUESTIONNAIRES consist of specific written statements requiring an individual to answer a particular question pertaining to their perception of themselves.
The MINNESOTA MULTIPHASIC PERSONALITY INVENTORY – 2 is one of the most widely used test of this type.
It consists of 383 statements that the person is asked to evaluate as it applies to their behaviors and ideas.
These tests provide an in-depth profile of the person but because they are obviously subject to the reliability of the person reporting they are often used in combination with more objective testing instruments administered by the therapist.
